Characteristics of service learning at Jesuit colleges and universities
Melissa Quan, Director of Service Learning and Associate Director of the Center for Faith and Public Life, Fairfield University [mquan@fairfield.edu] Danielle Corea, Program Coordinator, Office of Service Learning and Center for Faith & Public Life, Fairfield University [dcorea1@fairfield.edu] Kelly Brotzman, Director of Service Learning, Loyola University New Orleans [kbrotzma@loyno.edu] Heather Mack, Community Engagement Research & Assessment Director, Loyola University New Orleans [hamack@loyno.edu]
Keywords: American Jesuit Colleges and Universities, solidarity, social justice, spirituality, service learning program directors Conference Track: Higher education student outcomes Format: Research/Scholarly paper SummaryMission statements are a guide for goal‐setting, decision‐making, and priority‐identification; the institutionalization of service learning has been dependent upon making strong linkages between university mission and service-learning practice. This research project critically examined whether certain key characteristics of Jesuit education are or are not infused in the practice of service learning at American Jesuit Colleges and Universities (AJCU) such that they impact student learning. The research model presented here could serve as a tool for institutions seeking to understand relationships between mission and practice. The research identified the intentions of AJCU service learning programs (i.e., whether they were designed with characteristically Jesuit outcomes in mind). It also investigated the operationalization of those intentions. This research project identified and defined three student learning and development outcomes linked to Jesuit education: social justice, solidarity, and spirituality. It explored whether and how service learning program directors at AJCU schools intentionally design their practice to achieve these outcomes. Using a multi‐method approach, the authors administered a web‐based survey of the 28 directors of service-learning programs in the AJCU network and conducted document review of the web presence of each of these programs in the spring of 2012. The survey collected qualitative and quantitative data about the intentional incorporation of specific Jesuit values into the design and practice of service learning programs. Student service learning outcomes are mostly in the hands of faculty members who teach service learning courses. However, accountability for achieving these outcomes often falls to service learning program directors. Many institutions may recognize this tension and learn from the approaches and varying degrees of success experienced by the research subjects as well as the conclusions and recommendations the authors provide. ReferencesDuminuco, V. (1993). Ignatian pedagogy: A practical approach [White paper]. The International Commission on the Apostolate of Jesuit Education. Retrieved from http://www.seattleu.edu/uploadedfiles/core/jesuit_education/ignatian%20pedagogy.pdf Engebretson, K. E. (2009). Called to be holy: The transformative potential of Christian service programmes in catholic schools. Journal of Beliefs & Values, 30(2), 193–204. Kolvenbach, P. H. (1986). The characteristics of Jesuit education. Rome, Italy: International Commission on the Apostolate of Jesuit Education. Retrieved from http://www.seattleu.edu/uploadedfiles/core/jesuit_education/characteristicsjesuiteducation.pdf Kolvenbach, P. H. (2000, October). The commitment to justice in American Jesuit higher education. Paper presented at the conference of the Superior General of the Society of Jesus, Santa Barbara, CA. Retrieved from http://www.scu.edu/ignatiancenter/events/conferences/archives/justice/upload/f07_kolvenbach_keynote.pdf Locatelli, P. L. (1999, December). Justice in Jesuit education today. Paper presented at the Integrating the hunger for truth and the hunger for bread conference, Detroit, MI. Retrieved from http://sedosmission.org/old/eng/locatelli.htm Prins, E. S. (2002). The relationship between institutional mission, service, and service-learning at community colleges in New York state. Michigan Journal of Community Service Learning, 8(2), 35–49. Schaffer, R. H. (2004). Service-learning in Christian higher education: Bringing our mission to life. Christian Higher Education, 3(2), 127–145. Ward, K. W. (1996). Service-learning and commitment. Michigan Journal of Community Service Learning, 3, 55–65.
To access materials from this session please click on the file link(s) below:
Characteristics of service learning at Jesuit colleges and universities
Melissa Quan, Director of Service Learning and Associate Director of the Center for Faith and Public Life, Fairfield University [mquan@fairfield.edu]
Danielle Corea, Program Coordinator, Office of Service Learning and Center for Faith & Public Life, Fairfield University [dcorea1@fairfield.edu]
Kelly Brotzman, Director of Service Learning, Loyola University New Orleans [kbrotzma@loyno.edu]
Heather Mack, Community Engagement Research & Assessment Director, Loyola University New Orleans [hamack@loyno.edu]
Keywords: American Jesuit Colleges and Universities, solidarity, social justice, spirituality, service learning program directors
Conference Track: Higher education student outcomes
Format: Research/Scholarly paper
SummaryMission statements are a guide for goal‐setting, decision‐making, and priority‐identification; the institutionalization of service learning has been dependent upon making strong linkages between university mission and service-learning practice. This research project critically examined whether certain key characteristics of Jesuit education are or are not infused in the practice of service learning at American Jesuit Colleges and Universities (AJCU) such that they impact student learning. The research model presented here could serve as a tool for institutions seeking to understand relationships between mission and practice.
The research identified the intentions of AJCU service learning programs (i.e., whether they were designed with characteristically Jesuit outcomes in mind). It also investigated the operationalization of those intentions. This research project identified and defined three student learning and development outcomes linked to Jesuit education: social justice, solidarity, and spirituality. It explored whether and how service learning program directors at AJCU schools intentionally design their practice to achieve these outcomes. Using a multi‐method approach, the authors administered a web‐based survey of the 28 directors of service-learning programs in the AJCU network and conducted document review of the web presence of each of these programs in the spring of 2012. The survey collected qualitative and quantitative data about the intentional incorporation of specific Jesuit values into the design and practice of service learning programs.
Student service learning outcomes are mostly in the hands of faculty members who teach service learning courses. However, accountability for achieving these outcomes often falls to service learning program directors. Many institutions may recognize this tension and learn from the approaches and varying degrees of success experienced by the research subjects as well as the conclusions and recommendations the authors provide.
ReferencesDuminuco, V. (1993). Ignatian pedagogy: A practical approach [White paper]. The International Commission on the Apostolate of Jesuit Education. Retrieved from http://www.seattleu.edu/uploadedfiles/core/jesuit_education/ignatian%20pedagogy.pdf
Engebretson, K. E. (2009). Called to be holy: The transformative potential of Christian service programmes in catholic schools. Journal of Beliefs & Values, 30(2), 193–204.
Kolvenbach, P. H. (1986). The characteristics of Jesuit education. Rome, Italy: International Commission on the Apostolate of Jesuit Education. Retrieved from http://www.seattleu.edu/uploadedfiles/core/jesuit_education/characteristicsjesuiteducation.pdf
Kolvenbach, P. H. (2000, October). The commitment to justice in American Jesuit higher education. Paper presented at the conference of the Superior General of the Society of Jesus, Santa Barbara, CA. Retrieved from http://www.scu.edu/ignatiancenter/events/conferences/archives/justice/upload/f07_kolvenbach_keynote.pdf
Locatelli, P. L. (1999, December). Justice in Jesuit education today. Paper presented at the Integrating the hunger for truth and the hunger for bread conference, Detroit, MI. Retrieved from http://sedosmission.org/old/eng/locatelli.htm
Prins, E. S. (2002). The relationship between institutional mission, service, and service-learning at community colleges in New York state. Michigan Journal of Community Service Learning, 8(2), 35–49.
Schaffer, R. H. (2004). Service-learning in Christian higher education: Bringing our mission to life. Christian Higher Education, 3(2), 127–145.
Ward, K. W. (1996). Service-learning and commitment. Michigan Journal of Community Service Learning, 3, 55–65.
To access materials from this session please click on the file link(s) below: